BASELINE MOTIVATIONAL FACTORS OF FIRST-YEAR SCIENCE STUDENTS: INSIGHTS FROM THE SPIRES FRAMEWORK

Pavani Halpelage; Angela Ziebell; Stephen George-Williams; Damien Callahan

Authors

Pavani Halpelage School of Life and Environmental Sciences, Deakin University, Burwood VIC 3125, Australia https://orcid.org/0009-0004-0643-3066
Angela Ziebell School of Life and Environmental Sciences, Deakin University, Burwood VIC 3125, Australia
Stephen George-Williams School of Chemistry, University of Sydney, Camperdown NSW 2050, Australia
Damien Callahan School of Life and Environmental Sciences, Deakin University, Burwood VIC 3125, Australia

Keywords:

motivation in science education, first-year science students, SPIRES framework

Abstract

Many students leave STEM programs during their first year of study (Chen, 2013). Understanding student motivation is a key factor influencing persistence and retention in STEM education (Sithole et al., 2017; van Rooij et al., 2018). Further research is needed to explore how specific motivational factors operate within disciplinary and educational contexts. This work uses the SPIRES instrument (self-determination, purpose, identity, and engagement), which links motivation to the fulfilment of autonomy, competence, and relatedness needs to understand student motivation (Ryan & Deci, 1985; Skinner et al., 2017).

This study aims to establish baseline levels of motivational factors (first in Australia) among first-year science students enrolled in first year chemistry (Deakin University). A mixed-methods approach was used with a total of 740 students completing the SPIRES survey (T2/T3 2024 and T1 2025) and ~ 15 student interviews.

By exploring these factors in relation to demographic variables (e.g. gender, first-in-family, international/domestic status, SES) we aim to better understand variations in students' academic experiences.

REFERENCES

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van Rooij, E. C. M., Jansen, E. P. W. A., & van de Grift, W. J. C. M. (2018). First-year university students’ academic success: the importance of academic adjustment. European Journal of Psychology of Education, 33(4), 749–767. https://doi.org/10.1007/s10212-017-0347-8